Due to extraordinary budget cuts to the CSU, fees to students have been
increased 32%, many sections have been cut and faculty will be required
to take nine (9) furlough days each semester. These furlough days will
unfortunately mean that I will be unable to include all elements of this
class that I believe would provide the best educational experience.
Unfortunately this is the result of a dramatic cut to the CSU by the
state after years of underfunding the system.
SCHEDULE SUBJECT TO MAJOR CHANGES DUE
TO FURLOUGHS
GEOGRAPHY 304
Instructor: Jim Claflin
ENVIRONMENTAL ISSUES
Office: Butte 626
Fall 2009
Phone: 898-6081
Hours: MWF 10—11; TR 2—3; T 5—6
jclaflin@csuchico.edu
COURSE DESCRIPTION:
This course is an upper division introduction to and survey of the important
environmental issues that relate to human modification of the physical and biological
environments of the Earth. The emphasis will be on the environmental consequences of
various human activities.
GEOGRAPHY DEPARTMENT GOALS: COURSE GOALS
 To examine how humans modify, and are affected by, natural environments: The
course is specifically designed to address these issues, especially how humans modify
natural environments. However, students also learn how humans are affected by
natural environments, for example, that humans are not exempt from natural laws.
 To study the variations and changes in the meaning, use, distribution and importance
of resources (physical and human) over space and through time: The defining of
natural environments as physical resources gives rise to the modifications of these
environments as studied in the course. Alternative perspectives are also presented.
Disparity in distribution of resources (i.e. affluence and poverty) is a focus.
 To examine the patterns, characteristics and complexities of human populations: The
study of demographics (population growth, differences in rates, efforts to control, and,
of course, impacts of the growth) is fundamental to the course.
 To study the patterns and networks of political, socio-cultural and economic
interdependencies: Ecology, the intellectual foundation for the subject matter, is the
study of interdependencies. This course provides many opportunities to indicate the
connections among not only these human spheres but also with the physical
environment.
REQUIRED MATERIALS:
Sustaining the Earth 9th ed. G. Tyler Miller & Scott Spoolman
Never Cry Wolf Farley Mowat
Earth Abides George R. Stewart
Ishmael Daniel Quinn
COURSE REQUIREMENTS:
STUDENTS ARE RESPONSIBLE FOR ALL MATERIALS PRESENTED IN CLASS
 EXAMS: There will be two midterms and a final (not comprehensive). The exams
will be written, not objective, and details will be provided as the course proceeds. See
the instructor if you have special test-taking needs.
 WRITING COMPONENT: Students will satisfy the 2500-word writing requirement
by extensive writing on exams, as well as completion of three in-class book reviews
(again, see instructor if you have special needs) (details provided in Writing a Book
Review in this syllabus). In accordance with University literacy standards, grammar,
spelling, and effectiveness in communication will be considered when grading writing
assignments.
 The instructor will keep track of attendance since absences usually have an adverse
impact on a student’s grade due to missing lectures, videos, quizzes, and so on.
 It is “voluntarily mandatory” for students to make a get-acquainted visit during office
hours.
GRADING POLICY No make-up work will be permitted without prior approval of the
instructor. Attendance is not mandatory, but the instructor will keep track of absences
since they usually have an adverse impact on a student’s grade due to missed lectures,
discussions, videos, or tests.
Graded activities will be as follows:
Exams (3 @ 100 points)
300
Book Reviews (3 @ 50 points)
150
Total
450
Course grades will be determined in the following manner:
420 -- 450 A
350 -- 359 C+
405 -- 419 A325 -- 349 C
395 -- 404 B+
315 -- 324 C370 -- 394 B
305 -- 314 D+
360 -- 369 B270 -- 304 D
<270
F
**Additionally, class participation will be considered when resolving borderline grades.
Add/Drop: Students who miss the first two meeting will be disenrolled. September 4 is
the last day to add or drop classes on the Portal. September 18 is the last day to add or
drop with instructor’s approval and without a serious and compelling reason. See
university catalog for further details. Students with special test-taking needs should
contact instructor as soon as possible.
Aug25
COURSE SCHEDULE
TOPIC
READING
Introduction/Overview
Ch 1
Sep 1
Science/Ecology/ Evolution
Ch 2, Ch 3
FURLOUGH DAY
Ch 4
8
15
BOOK REVIEW: Never Cry Wolf
Population
22
Population
Ch 5
29
Oct 6
FIRST MIDTERM
Energy
Energy
Ch 9, Ch 10
13
FURLOUGH DAY
20
27
Nov 3
10
17
Dec 1
8
BOOK REVIEW: Earth Abides
Water
Ch 8
Soil/ Food/Pests
Ch 7
SECOND MIDTERM
Forests
Air Pollution
Ch 6
Ch 12
BOOK REVIEW: Ishmael
Politics
Economics
Ch 14
Sustainability/Env. Philosophy
Ch 13
FINAL EXAM: Tuesday
Time: tba
WRITING A BOOK REVIEW (for Claflin)
READ THIS PAGE CAREFULLY BEFORE READING THE BOOK!
First, be a critical reader, recording your impressions in brief notes with page references as
you read; these will be invaluable later. Note that this is a writing exercise (to practice and
demonstrate writing skills) as much as a "test" on the book's contents.
*****The review will be written IN CLASS, IN 55 MINUTES. Bring a blue book, a pen, and,
optionally, the book, and a dictionary/thesaurus.
FORMAT: Label each section of the book review as follows (minus 5 pts for not doing so).
Introduction--Purpose is to introduce the book review as well as briefly mention the
book, and especially to interest me as a reader of your review. Be concise (one paragraph),
original (avoid "This book was written by . . .") and save most of the overview material for the
overview section. The intro is and must be separate from the overview. Make sure to mention
the book by name in the intro.
Overview--a brief overview of the book's contents MUST be included, along with
necessary details about the book, author, setting, time frame, purpose and so on, whatever is
essential background information to the reader of your review. This will likely require two
(perhaps three) paragraphs.
(The intro and overview are largely descriptive and objective and will comprise, at most, 40% of
the total review.)
Commentary--includes your reactions, comments, criticisms, and praises of the book.
This includes what you thought, felt, liked, hated, weak points, strong points, and so on, and
WHY. Best comments come from thinking about and commenting on how the book fits into the
context of the course (lectures, videos, textbook). Remember: the review is your analysis of the
book and the author, not your essay on the topic of the book. Be sure to address the book and the
author; make frequent references to both (at least once every paragraph). The commentary
should include at least three distinct points you are making about the book, each point developed
into its own paragraph.
***This section is analytical and must comprise the MAJORITY of your review.
Conclusion--a definitive conclusion, perhaps summary comments. The conclusion to a
book review must contain a specific mention of the book.
REMINDERS:
 The quality of the writing is more important than the quantity.
 Expect penalties in points if you fail to follow these directions.
 Avoid the trap of too much `retelling' of the story.
 Do not assume the instructor/grader has read the book; provide the essential explanations.
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The analytical portion should emphasize your own viewpoint; special attention should be
devoted to your insights and reactions, especially as they pertain to course contents.
Strive for originality in your comments (without going to extremes).
In most cases, a book deserves both praise and criticism; indicate each where appropriate.
Maintain a proper balance between generalizations and details/examples; include
both! Paragraphs likely begin with a generalization, followed by supporting
details/examples.
While your sentiments can provide valuable ideas, avoid strictly emotional responses.
In accordance with University Literacy Requirements, grammar and composition will be
taken into consideration in the grading of this WRITING EXERCISE.
The following are some of this instructor's "pet peeves." Thing is a poor word choice; find
the appropriate noun you need. Avoid a lot, really and other such informal language.
Avoid constructions with you. ("You never find out what happens to . . .) Be careful with
overstatements, often indicated by such words as never, always, forever, tons of . . .
Be aware of the time constraint (see below); be certain you have enough time to complete
your review as planned. This might require a trial run ahead of time. The instructor assumes
you have planned and organized the review beforehand, not during the writing period.